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1.
This paper reports on data drawn from an Economic and Social Research Council‐funded project investigating the experiences of UK‐based students training on level‐2 and level‐3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students’ experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of ‘feeling rules’ that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers’ emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work. 相似文献
2.
Zoe Fowler 《牛津教育评论》2013,39(4):425-441
Students in Further Education colleges in England read and write in many different kinds of ways in different areas of their everyday lives. As part of their participation in Further Education, these students face a multitude of literacy demands: through the bureaucracies of the college, the pedagogic content of their courses, the textual nature of assessment, and the development of new practices of reading and writing relating to their intended workplaces. Drawing upon evidence from research with students and staff at four FE colleges in England and Scotland, this paper presents the argument that students actively participate within this textual world. They elect to engage with some texts and to ignore others, depending upon the value they judge the text to have, the relevance they think it holds to their lives or courses, and the extent to which they are able to access the text and its meanings. This challenges a popular deficit discourse which assumes FE students’ lack of literacy: rather than seeing the student as the ‘problem’ behind the lack of engagement with some texts, the text can be seen as the ‘problem’ if it has failed to engage the student. 相似文献
3.
Carole Leathwood 《Gender and education》2005,17(4):387-409
This article draws on case study research in two further education (FE) colleges to explore the ways in which women administrators, lecturers and managers negotiate and construct their (gendered, racialized and classed) identities in the workplace. The context is that of the restructuring of education, the ‘feminization’ of educational management, and debates about the de‐ or re‐professionalization of lecturers. The article illustrates how discourses of femininity are drawn upon in the construction of professional identities, and are used to both perform and resist new worker identities and gendered power relations. Despite optimistic discourses about a ‘female future’, the restructuring of further education does not, as yet, appear to have resulted in any notable challenge to the gendered, racialized and classed FE labour market. 相似文献
4.
The development of professional identity amongst lecturers training to teach in further education (FE) colleges in England involves processes of adaptation. These partly take place during teaching placement in FE, as trainees navigate between their own anticipated professional identity and the identities which they feel under pressure to assume as they engage in their work with students. This article explores these processes of development, focusing in particular on the identities that trainee lecturers develop in their work with disengaged 16–19 year‐old students. Using case studies of two trainee lecturers, the article explores the way in which they are pushed towards adopting what they see as a ‘pedagogic’, ‘teacherly’ identity, which they had previously associated with schoolteachers, in their work with such students. The article suggests that the notion of ‘schooling’ identities and cultures, whilst contrasting with the vocational habitus proposed by others, is a useful way to explore how cultures and identities in general FE are created through similar processes of identity construction and reconstruction. 相似文献
5.
Social class and participation in further education: evidence from the Youth Cohort Study of England and Wales 总被引：2，自引：1，他引：1
Ron Thompson 《British Journal of Sociology of Education》2009,30(1):29-42
This paper examines the class distribution of young people, aged 16–17 years, in colleges of further education (FE) using data from the Youth Cohort Study. It finds that, contrary to popular perceptions of FE colleges as being for ‘other people’s children’, middle‐class students as well as working‐class students are well represented. However, this does not imply that FE colleges are institutions of choice; middle‐class representation is often related to lower achievement and, for low‐achieving working‐class students, leaving education entirely is more likely than entry to FE. These findings are explored using notions of habitus and field. Their relationship with studies of the education of middle‐class children is also discussed, and the paper suggests that research on class in FE colleges must come to terms with middle‐class presence. 相似文献
6.
The article examines the importance of ‘emotional labour’ in the constitution of the ‘teacherly‐self’. Deriving from a research project on work and social identity, the article explores the ways teachers have negotiated the radical changes in the profession in recent years, and uses the notion of ‘teacher resilience’ to explore the ways teachers have reacted to the effects of neo‐liberal reforms to education; reforms that have powerfully impacted on the more child‐centred ways of working in the classroom and school environment. Using narrative analysis of the work‐life histories of these retired teachers, recorded using oral history methodology, the authors examine structures of feeling that turn on notions of emotional labour and commitment, resilience and loss in relation to the occupational identity of teachers. 相似文献
7.
Hongbiao Yin 《Teachers and Teaching》2013,19(7):789-810
Teachers can be seen as emotional workers often needing to be sensitive to the demands that their work makes on their emotions, and skilful in regulating their feelings, but few quantitative studies have examined this issue systematically. Using hierarchical regression analysis to examine this issue, this study investigates teachers’ perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strategies and teaching satisfaction, with a particular focus on the moderating role of emotional intelligence. The results of a survey of 1281 Chinese teachers reveal that teachers’ perceptions of emotional job demands and emotional intelligence significantly predict the three emotional labour strategies. Emotional intelligence significantly moderates the impact of emotional job demands on surface acting and expression of naturally felt emotion but not deep acting. Even after controlling for emotional job demands and emotional intelligence, deep acting and expression of naturally felt emotion still have a positive influence on teachers’ teaching satisfaction. Deep acting and expression of naturally felt emotion are more effective emotional labour strategies for teachers. A teacher development programme is suggested to make teachers clear about these emotional demands and different emotional labour strategies, and enhance teachers’ emotional intelligence. 相似文献
8.
Employing the concepts of emotional labour and emotional rules, the present study explored the emotional rules governing teachers’ work in the context of Mainland China. This showed that teachers can be seen as emotional workers in teaching and there are four emotional rules for Chinese teachers’ feelings and emotional expressions. For Chinese teachers, teaching contains a salient component of “heart-consuming” labour (caoxin). They rationally instrumentalise their emotional experience and expression to follow the professional and ethical norms in teaching. Because of this, the nature of teachers’ emotional labour and emotional rules in the context of Chinese culture is discussed. 相似文献
9.
Low application rates of state school students to elite universities have been identified as a factor in their limited participation in elite universities. This article explores the role of teachers in state schools and colleges in guiding higher education (HE) choice. Drawing on qualitative research with teachers and students in six institutions, we identify differential practices that corroborate explanations of an ‘institutional habitus’ shaping students’ likely pathways to HE. However, we suggest that attention is paid to teacher habitus, demonstrating how teachers’ political and ethical dispositions as well as their social capital are potential factors shaping students’ decision‐making about HE, and elite university applications in particular. 相似文献
10.
Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff. 相似文献
11.
《British Educational Research Journal》2003,29(4):521-542
This article presents a critical analysis of mentoring for social inclusion. It traces its dramatic international expansion as a tool of education policies in the 1990s, and identifies a new model, ‘engagement mentoring’, which seeks to re‐engage ‘disaffected’ young people with the formal labour market, and to engage their commitment to dominant interests through shaping their dispositions in line with ‘employability’. Mentors are treated as vehicles for these objectives, their dispositions also subject to transformation according to gendered stereotypes of care. The model is illustrated by a case study of engagement mentoring, and feminist readings of Bourdieu and Marx are used to relocate it within the socio‐economic context from which it is usually disembedded. The article concludes that engagement mentoring constructs the habitus of both mentor and mentee as a raw material subjected to an emotional labour process. 相似文献
12.
Wendy Hastings 《Teachers and Teaching》2013,19(2):135-148
The paper reports some of the findings of a qualitative case study that examined the perceptions of the role of cooperating teachers as they supported pre‐service teacher colleagues. The study revealed a number of significant issues related to professional learning and teachers’ ‘ways of knowing’. One of the most significant results to emerge was the emotional dimension of the role of the cooperating teachers. Previous studies related to education per se have identified an ‘emotional dimension’ for the students and teachers, respectively. However, there has been limited research that identifies this important aspect of pre‐service teacher education programmes for the school‐based teacher educator. This paper explores issues related to the emotional intensity of the role through the ‘voices’ of the cooperating teachers as they describe the roller‐coaster ride of emotions that the practicum generates. Discussion will address the implications of such findings in light of the increasing demands of teachers’ work and the complexity of their workplace. 相似文献
13.
Rebekah Willett 《Literacy》2005,39(3):142-148
When teachers allow students to write stories that include elements of popular media, we must ask what to do with these media elements once they have entered the classroom. This article relates findings from a classroom study focusing on children's media‐based story writing. The study looks at children as producers of new media texts and describes their activities as a form of ‘media education’. The data show that through their production of media‐based stories, the children are reflecting on their consumption of media. Furthermore, the children's media‐based stories make explicit some of their implicit knowledge of new media forms. Lastly, the children's stories provide ample opportunities for teachers to engage in important discussions about media within the framework of existing writing programmes. 相似文献
14.
Sara Arnon 《Teachers and Teaching》2013,19(5):441-464
This research examines two images of teachers as seen by students of education: the ideal teacher and their own self‐image as teachers. The research compares the students’ perceptions of these two images using two sub‐groups of students of education: students at an academic teachers’ college who will be referred to as student teachers and beginning teachers, who, while teaching, are completing their academic degrees at teachers’ colleges or regional academic colleges. Data were collected from 89 students at the two colleges by means of a questionnaire that included open‐ended questions which were analyzed qualitatively. The findings of the research indicate that there are two major categories that comprise perceptions of the ideal teacher: first, personal qualities; and second, knowledge of the subject taught as well as didactic knowledge. Both groups of students similarly attributed great importance to the personal qualities of the ideal teacher, but there is a difference in their perception of the importance of knowledge: the beginning teachers attributed great importance to knowledge and perceived it as a quality similar in importance to personal characteristics, while the student teachers, who had not begun their teaching careers, attributed less importance to knowledge as a characteristic of the ideal teacher. A quality which was less prominent when profiling the ideal teacher is general education and wide perspectives. The teacher as a socializing agent, a person who promotes social goals, was not mentioned at all. Students maintained that, during their studies, they had improved their qualities as ‘empathetic and attentive’ teachers, ‘knowledgeable in teaching methods’, and in ‘leadership’. But they had hardly improved their knowledge of the subject they taught or their level of general knowledge. The discussion of knowledge and the desirable personal qualities of a teacher is relevant to the current debate regarding the relative merits of disciplinary education in contrast to pedagogical education in preparation for teaching as a profession. The clear preference for disciplinary education by policy makers in Israel and elsewhere in the field of teacher education is contradictory to the emphasis placed on the personal development of future teachers and their pedagogical education by the students of education who participated in this research. 相似文献
15.
Joanna McIntyre 《Teachers and Teaching》2013,19(5):595-614
Within the UK there are grave concerns about retention and attrition rates within the teaching profession, particularly in challenging schools. These are compounded by worries about the gap that will be left as long‐serving teachers reach retirement age. This article is about the working lives of long‐serving teachers in three high‐poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work‐place. Qualitative in‐depth interviews with 20 long‐serving teachers, all of whom had management responsibilities, are used to explore their lives and careers. These histories evoke a strong sense of the ideas and values that make up their personal and professional identities. These are then contrasted with the ideas and values in officially mandated views of progression within the profession. Within the stories of their professional lives, the teachers talk about the emotional dimensions of their work and the emotional ties of their ‘work‐place’. The article concludes that recognition of the emotional dimensions within teachers’ work at an official level could go some way to helping with recruitment and retention in schools facing challenging circumstances. 相似文献
16.
Andrew Goodwyn 《English in Education》2012,46(3):212-227
Although the curriculum subject of English is continually reviewed and revised in all English speaking countries, the status of literature is rarely questioned: i.e. that it is of high cultural value and all students should be taught about it. The concerns of any review, in any country, are typically about what counts as literature, especially in terms of national heritage, and then how much of the curriculum it should occupy. This paper reports on three inter‐related pieces of research that examine the views of in‐service and pre‐service English teachers about their experiences of teaching literature and their perceptions of its ‘status’ and significance, both at official level and in the classroom; it draws attention to how England compares with some other English‐speaking countries and to the need to learn from the negative outcomes of political policy in England. The findings suggest that the nature of engagement with literature for teachers and their students has been distorted by official rhetorics and assessment regimes and that English teachers are deeply concerned to reverse this pattern. 相似文献
17.
Summaries English The report describes a study of the teaching behaviour of student‐teachers of science disciplines during the one‐term teaching practice of the English ‘Post‐Graduate Certificate in Education’ course, using the Science Teaching Observation Schedule by Eggleston et al. The results suggest that in several behavioural dimensions, students and teachers achieve a close match. These dimensions, it is suggested, could represent the ‘stable’ elements in the students’ perception of science teacher behaviour learnt during their time as pupils, or they might represent ‘safe’ transactions which do not involve students extensively in problems of classroom management and control. For other behaviour categories, it was found that students tended to behave less like experienced teachers as the training practice proceeded, but this was to some extent determined by the subject taught. Physics student‐teachers substantially maintained their similarity to experienced teachers, whilst chemistry and biology students drifted away. The nature of these drifts is discussed. 相似文献
18.
Maeve O'Brien 《Irish Educational Studies》2013,32(2-3):223-242
This paper investigates the phenomenon of mothers’ emotional labour in relation to children's transfer from first- to second-level schooling: a time that has been shown to pose significant challenges for students and their families. It seeks to break the silence that surrounds the recognition and production of emotional labour in general, and specifically in relation to education. Drawing on 25 case studies, this research explores in-depth both the extent and nature of emotional work in mothers’ daily practices. Against that backdrop it identifies the specific emotional work performed at school transfer. It examines mothers’ common experiences in shouldering emotional education work and finds that mothers are key education workers. This research suggests that mothers’ lives are shaped by caring labour including education work: labours that are largely unseen but that are inalienable, and demanding on their time and energies. 相似文献
19.
The aim of this paper is not to bury practical work in school science but to (once again) reconsider it. We draw on three main areas of discussion: accounts of science and ‘school science work'; teachers and others’ views of the nature of science; and our own data on teachers’ reactions to ‘critical incidents’ and practicals which go wrong. We use this as a basis for re‐thinking the role of practicals. An account of practical work is suggested which has as its main feature diversity rather than a single model or template. Within this diversity we believe that teachers should be open and honest with pupils about which type of practical work they are doing and why. We advocate that students should be made aware of the different kinds of practical work they do and the purposes of this practical work. In short, teachers should explain to students what type of practical work they are doing and why. Our second message is that teachers’ views about the nature of science both inform and are informed by their classroom practices and experiences‐‐especially during lab‐work. To encourage, promote and support critical reflection of these classroom practices and experiences is therefore a vital part of teacher professional development; this in time will promote science curriculum development. 相似文献
20.
The main objective of this study was to develop a method of planning of in‐service activities which ‘pay attention’ not only to the contents of the message to be transmitted (what to say), but also to the perspective of the teachers, i.e. their perceptions and concerns about the educational activity they are being trained for. During the implementation of a new curriculum, a sample of experienced and successful biology teachers were observed and interviewed about the desirability, feasibility and actual use of some recommended methods of teaching. A second sample, consisting of high‐ranking teachers, was then interviewed on their own opinions on the same topics and about the opinions of their observed peers. In view of the responses of the teachers, it became clear that the nature of the ‘training’ activities would have to match the variety of the responses of the teachers, otherwise they would definitely not meet the demands of effective communication with the teachers. 相似文献